Mary E. Brown, Ph.D.
Associate Professor
Information Science
Brown@SouthernCT.edu
Resources for Students:
|
|
UNIT 19
UNIT 19 READING ASSIGNMENT
Read in Butler all of the following:
- pp. 355-357
- the two essays found on pp. 442-449
- the two myths found on pp. 358-366
- the biblical writings found on p. 367
UNIT 19 LECTURE
Reading to Children
It is never too early to begin reading to children.
It is never too late to begin reading to people.
We will now cover the characteristics of children at each age level as well as tips for encouraging reading. Be sure to review the material on child development for each age group for a better understanding why a certain age child prefers a certain type of book.
Infants
Infants (birth to 18 months)
- Like action nursery rhymes
- Fall asleep to nursery songs and lullabies
- Listen to Mother Goose verses as they are rocked
- Imitate actions of children in books
- Participate in sounds of animals in books
- Relate books to real life
- Like to see babies in books
- Pick favorite books from shelves
- Need the three Ršs: rhythm, repetition, and rhyme
Toddlers
Toddlers (18 months to 3 years)
- Like to read to same books over and over
- Look at board books
- Pick out their favorite book from a shelf
- Repeat Mother Goose verses by heart
- Explore the world by tasting, climbing, touching it
- Like short rhyming stories
- Like large, clear, realistic pictures
- Like to name objects in books and magazines
- Like bathtub books and toy books
Preschoolers
Preschoolers (3 to 5 years)
- Use words to express themselves
- Struggle for independence: "wanna do it myself"
- Play with language, sing-song, nonsense sounds
- Enjoy Sesame Street and Big Bird
- Are fascinated by other children, share grudgingly
- May create an imaginary friend
- Are fearful of the dark and strangers
- Like simple folktales but not fairytales
UNIT 19 QUIZ ON LECTURE
See WebCT
UNIT 19 WRITING ASSIGNMENT
Revise your Type Three writing based on classmates' (and others) suggestions, then enter the Type Four writing in Peer Editing. Type Four writings (500 words) are expected to be a substantial improvement over the Type Three assignment.
UNIT 19 PEER EDITING
After you have entered your Type Four writing, read the entry immediately before yours and make suggestions for improving the writing, based on the focus correction areas (FCAs). [First person will need to read the last entry.] Upload your writings to the Peer Editing / Threaded Discussion for the day/unit due. Remember to make comments promptly on classmates' writings so they can be used in rewriting to the Type Five assignments. Type Five writings are expected to be a substantial improvement over the Type Four assignment.
On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brown@southernct.edu immediately so that any error can be corrected.
|
